Part One
The
Music Teach er’s Companion By Samuel Wright wrightstuffmusic.com
To use this resource you will first need to purchase and download the Film & the iPad app from the Apple iTunes Store.
What is this resource? This booklet, and others like it, will form a collection of music lessons intended for junior to senior year students, that will build on the material created by William Joyce and composer John Hunter. Why would music educators want this resource? This film, and iPad app, encapsulate the very meaning of ‘interactive learning.‘ The unique theme development and incidental music heard in the story present unique situations for students to develop active listening and composing skills. They can analyse music simply by interacting with the iPad app or by watching the film.
About the author Samuel Wright is a music teacher who saw an opportunity for extensive learning within this beautiful story. Samuel holds a Bachelor of Music and Music Education and has recently completed a Masters in Music Technology. Samuel has sought to create resources that inspire learning ever since he began teaching in 2004 and this was the beginning of wrightstuffmusic.com. With these lessons it is expected that teachers build on the framework and continue to share their imaginative ideas for teaching music.
Part 1 Outline You will no doubt come up with many more exciting ideas for teaching with this resource. It may not even be for Music! This outline details the lesson material for Part One of the Music Teacher’s Companion. 1. Teaching the tune & accompaniment patterns • Using Solfa • Using Body percussion • Transferring these to instruments 2. Analysing the music with a listening map • Building on your performances • Identifying instruments of the orchestra • Addressing the concepts or elements of music Appendix A - timed breakdown of the film’s musical sections Appendix B - solfa hand-signs for the tune
Music Lessons Remember this is a book made for the ipad with a film to accompany it. This process could be applied to any resource for the study of concepts in art, dance, languages and of course music. Book Icons Based upon the Fantastic Flying Books of Morris Lessmore each book icon represents something in this resource. The images are taken from http://morrislessmore.com/ Themes & Transcriptions Based upon the Fantastic Flying Books of Morris Lessmore each theme is my own arrangement or transcription by ear from http:// morrislessmore.com/
The Main Tune The tune used for this book is Pop Goes The Weasel. First published in 1855 as an English Nursery Rhyme this tune is manipulated throughout the story of to reflect nature, emotion, books and adventure! In this lesson we will learn the tune, its bass line, an accompaniment ostinato and perform the whole thing. Lesson Plan A. Watch the film B. Demonstrate the iPad app using your projector or IWB C. Play the piano part on the book iPad app and get students up to play the theme as well 1. All get into a circle (standing on sitting) and teacher sings tune in solfa with hand signs 2. Teacher demonstrates phrases in solfa, students echo
3. When song and solfa established sing song as a round 4. Teacher models body percussion on ostinato parts from score - patsching for bass rhythm - clicking alto part - a combination of patsch LR click click for Soprano part
Lesson Plan continued... A. Watch the film B. Demonstrate the iPad app using your projector or IWB C. Play the piano part on the book iPad app and get students up to play the theme as well 5.Sing song as a round with groups playing different body percussion parts chest hits, shoulders clicking, clapping patsching or stamping
6.Establish Do, So ( I - V) then Fa, So, Do (IV - V - I) bass line with solfa hand signs & patsching
7. Everyone sings the bass line 8. Everyone sings bass line while teacher chooses a leader to sing the tune 9. Move to melodic percussion instruments and apply bass line C, G; F, G, C while all sing melody 10. Split class into bass and melody to play tune and then move onto other parts modeled from body percussion earlier
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Listening Map 1 The tune used for this book is Pop Goes The Weasel. First published in 1855 as an English Nursery Rhyme this tune is manipulated throughout the story of to reflect nature, emotion, books and adventure! In this lesson we will learn about the various sounds created by the orchestra through a musical map with questions.
Titles & Intro to Film 0:00 - 0:50 1.Which instruments begins playing the music? 2. Can you name the section of the orchestra they are from?
3. When these instruments stop which instruments take over? 4. Can you name the section of the orchestra they are from? 5. When the character Morris starts humming which instrument is plucking in the background? 6. What is this called on a stringed instrument?
Wind blowing away words 0.50 - 2.12 1. As the wind blows away the books & words a Percussion instrument is played. Which instrument is this? 2. Why does it sound like a strong wind coming?
3. There are two other orchestral families playing fast and rapid notes to sound like an advancing wind! What are they?
Can you describe how they being played?
4. The tune of Pop Goes The Weasel is changed here. It is no-longer happy and fun - it is now chromatic, minor and jumpy. Can you hear this when the woodwinds are being played? Can you draw the direction (what musicians call contour or shape) of the now scary-sounding tune?
Appendix A Time Cues for Video 1. Titles 0:00 - 0:20 • violin with theme • Double bass developing bass motive underneath 2. Intro to film 0:20 - 0:50 • bassoon with clarinet as a duo • Range changes, sequence with pedal in g • Bass with voice fragments reintroduced 3. Wind blowing away words 0.50 - 2.12 • chromatic treatment of theme c minor (tonic minor) • Fragments of theme across orchestra • Orchestral colour scoring - some repeated material • Brass snarls with percussion rhythms adding to texture 4. No words left - all grey 2.40 - 3.00 • a minor treatment of theme (relative minor) 5. Sad strings - all gone 3.00 - 3.35 • c major again - changes theme • Strings with solo portamento violin then piano with chords • Harp, double bass • Flute & piano - higher register as theme ends on a suspension 6. Flying lady 3.35 - 4.15 • strings harp piano choir sounds - chords swelling then piano trickle effect • My book won't fly?! Piano with flute then choir and just piano again • Flute, strings, piano and choir perform
Appendix A Time Cues for Video 7. I think it wants me to follow 4.15 - 5.00 • thirds motive with chord in-between (on clarinet then piano) • Develops into a flying theme of itself heading towards the nesting books 8. Pop Goes The Weasel with the books! 5.15 - 6.30 • theme is stated on the piano softly then confidently • Left hand of piano introduced then around 6.10 brass and other parts play 9. Morning Chores 6.50 - 7.18 • 1/4/5 progression for morning chores • Flutes glissando starts it off, piano, double bass, pizz. violins carry the theme • Bass using heel of the bow 10. Young book old book 7.18 - 7.34 • piccolo, different theme • Double bass (pop theme augmented) • Downwards piano glissando to dissonant chord 11. Operation 7.35 - 8.30 • piano chime for monitor • Strings and flute pp in background (P5th) • High strings sostenuto 12. Lost in the Books 8.30 - 9.05 • wow 13. Life moves on 12.55 • climatic rendition of pop goes the weasel
Appendix B Hand-signs for the tune
py , yu uipiy . py , yu uiy . py , yu uipiy [u , oipiy .